IMPLEMENTATION (2nd Post)

Procedure: (Include a step-by-step description of what the students and the teacher will be doing (i.e. walk me through the lesson)

1) Begin by passing out pre-assessment worksheet for students to fill out.

2) Go through their answers and correct any misunderstandings of the Emancipation Proclamation.

-Read outloud the Emancipation Proclamation:

The Emancipation Proclamation January 1, 1863 By the President of the United States of America: A Proclamation. Whereas, on the twenty-second day of September, in the year of our Lord one thousand eight hundred and sixty-two, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit: "That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom. "That the Executive will, on the first day of January aforesaid, by proclamation, designate the States and parts of States, if any, in which the people thereof, respectively, shall then be in rebellion against the United States; and the fact that any State, or the people thereof, shall on that day be, in good faith, represented in the Congress of the United States by members chosen thereto at elections wherein a majority of the qualified voters of such State shall have participated, shall, in the absence of strong countervailing testimony, be deemed conclusive evidence that such State, and the people thereof, are not then in rebellion against the United States." Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander-in-Chief, of the Army and Navy of the United States in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first above mentioned, order and designate as the States and parts of States wherein the people thereof respectively, are this day in rebellion against the United States, the following, to wit: Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary, St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia, (except the forty-eight counties designated as West Virginia, and also the counties of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth[)], and which excepted parts, are for the present, left precisely as if this proclamation were not issued. And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defence; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages. And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service. And upon this act, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity, I invoke the considerate judgment of mankind, and the gracious favor of Almighty God. In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed. Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the Independence of the United States of America the eighty-seventh.

3) Move on to talking about and discussing the Emancipation Proclamation and why they believe it to be important in our history.

-Have the students write these on the board as they answer.

4) Go through their answers and discuss their importance to American history and the present today.

5) Bring up the Emancipation Proclamation video and have each of them watch it on their computer.

emancipation proclamation song

6) They will then read the Emancipation Proclamation on their own and highlight words they do not know. They will then go online to look up these words and write them down.

7) I will then hand out a worksheet for them to fill out when going onto the next site to answer questions regarding the Emancipation Proclamation. They will be using this for discussion about the Proclamation and for assessment.

site for answers to worksheet

8) We will then discuss issues going on in today's world about freedom from government or laws and they will then have to write their own speech about freedom and liberty for everyone. I will have an example and guideline rubric for what should be on their speech. They will be able to follow this to create their own. 

9) I will call students at random to discuss what they talked about in their speech and why they believe it to be important.

Technology Integration: (Describe how students and the teacher will use technology throughout the lesson)

I will be using technology throughout this lesson by having students go on various websites to look up definition of words and to find answers to a worksheet I previously handed out. 

Differentiated Instruction: Describe how you will differentiate the instruction for each of the following:

• Cognitive delay: For students who need extra help with this lesson, I will provide a summary of what the Emancipation Proclamation is saying through the speech in an easier way to decipher. If they still need extra help, they will be provided their own form for their speech they will write with writing prompts for them to choose from, to make it easier for them to write an complete the task. 
• Gifted: For students who need enrichment, they will be asked to write a short summary of the Emancipation Proclamation and explain why we still have this document today and how we can still relate to it. 
• ELL: For ELL students, I will provide a summary of what the Emancipation Proclamation is saying through the speech in an easier way to decipher. If they still need extra help, they will be provided their own form for their speech they will write with writing prompts for them to choose from, to make it easier for them to write an complete the task.

Reflect on:

Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described? I am using these methods for this lesson because I believe that having students learn about the topic and then recreate it in their own way, is the best design for them to retain the information. 
• How do the instructional methods align with what you know about best practices (think about your methods classes)? The instructional methods align with what I believe to be the best practices because involving students in the lesson is a way to create higher level thinking students. We learn by doing, and having students be creative in this project will help them in wanting to learn more about speeches, the Emancipation Proclamation, Abe Lincoln, the U.S., it could open up the doors to much more than anticipated.
• How are you engaging students in creative and higher order thinking? I am engaging my students in creative and higher order thinking by having them create their own speech on something they are passionate or interested about. By having them come up with their own speeches, they are being creative and thinking at a more personal level with the assignment.
• How does your integration of technology support what you know about best practices for technology integration in the classroom? I believe that integrating technology into my lesson will have my students more engaged and interested in the lesson. Students see technology as freedom, and giving them the freedom to use technology will have them more interested in the subject.